1. No category

ePortfolio Implementation
Guide for Policymakers
and Practitioners
Lifelong
Learning
Programme
www.eufolio.eu
ePortfolio Implementation
Guide for Policymakers
and Practitioners
Project Title
EU Classroom ePortfolios
Project Acronym
EUfolio
Project Number
535910-LLP-1-2012-1-IE-KA1-KA1ECETB
Grant Agreement Number
2012 - 5124 / 011 - 001
Deliverable Number
21
Work Package
7
Work Package Leader
The Center for Control and Assessment of the Quality in School Education (CCAQSE), Bulgaria
Dissemination level
Public
Delivery date
30/04/2015
Status
Final
Cite
EUfolio (2015). ePortfolio Implementation Guide for Policymakers and Practitioners
Contents
PARTNER ORGANISATIONS
4
PREFACE
5
INTRODUCTION
6
Sections Overview
6
Further Information on ePortfolio Implementation
7
SECTION 1: WHY INTRODUCE EPORTFOLIOS TO SCHOOLS? 1.1
1.2
Defining ePortfolios
8
1.1.1 EUfolio Definition of ePortfolio for Schools
8
Comparing Paper Portfolios with ePortfolios
9
1.2.1
9
Paper Portfolios and ePortfolios
1.3
Benefits of ePortfolios
10
1.4
Exploring ePortfolios in a European Context
11
1.4.1
11
ePortfolio Policy-Adoption
SECTION 2: EPORTFOLIOS IN A SCHOOL CONTEXT
Contents
12
2.1
Functions of ePortfolios
12
2.2
Using ePortfolios to Support Assessment
14
2.2.1
ePortfolios and Summative Assessment
14
2.2.2
ePortfolios and Formative Assessment
14
2.2.3
Effective Feedback
15
2.2.4
Peer Feedback
15
2.2.5
Student Self-Assessment
15
2.3
Using ePortfolios to Develop 21st Century Skills
16
2.4
Key Considerations in Implementing ePortfolios
18
2.4.1
Pedagogical Perspective
18
2.4.2
Technological Perspective
18
2.5
Functional Requirements Matrix
20
2.6
Developing a Model of ePortfolio Implementation
21
SECTION 3: EUFOLIO PILOT IMPLEMENTATION RESULTS 1
8
23
3.1
Short Description of the Implementations
23
3.2
Data Collection
23
3.3
Summary of Results
24
3.4
Use of ICT & ePortfolios in Schools
24
3.5
EUfolio Project Challenges
25
3.6
Guidelines for Schools
26
SECTION 4: SUMMARY OF CONSIDERATIONS FOR THE IMPLEMENTATION OF AN
EPORTFOLIO MODEL AT NATIONAL, REGIONAL AND SCHOOL LEVEL
28
4.1
Guidance at Three Levels
28
4.2
National Level Considerations
28
4.3
Regional and School Level Considerations
29
4.4
Implementation Issues to Consider
29
4.5
Ensuring an Effective ePortfolio System 30
CONCLUSION
31
APPENDIX 1 - EPORTFOLIO IMPLEMENTATION CONSIDERATIONS
32
APPENDIX 2 - EUFOLIO PILOT IMPLEMENTATION OVERVIEW
35
APPENDIX 3 - MAHARA ‘MY LEARNING’ PLUGIN
37
REFERENCES
39
List of Figures
Contents
Figure 2.1 3 Layer ePortfolio structure Himpsl-Gutermann
2
12
Figure 2.2 EUfolio ePortfolio Functions
13
Figure 2.3 Adapted from: ePortfolios and Formative Assessment 14
Figure 2.4 ATCS Key Skills 21st century skills description 17
Figure 2.5 Key Considerations of ePortfolio Implementation
18
Figure 2.6 Levels of ePortfolio development in schools (adapted from Siemens 2004) 19
Figure 2.7 EUfolio Functional Requirements Matrix
20
Figure 2.8 Six Steps to ePortfolio Implementation 21
Figure 2.9 EUfolio Ten Steps to ePortfolio Implementation
22
Contents
Glossary of Terms
3
Becta
British Educational Communications and Technology Agency
CPD
Continuing Professional Development
EACEA
Education, Audiovisual and Culture Executive Agency (EU)
EU
European Union
FTP
File Transfer Protocol
ICT
Information and Communications Technology
IMS GLC
Instructional Management Systems Global Learning Consortium
JISC
Joint Information Systems Committee
MIS
Management Information System
MOSEP
More self-esteem with my ePortfolio project
NCCA
National Council for Curriculum and Assessment (Ireland)
PDP
Personal Development Planning
SQA
Scottish Qualifications Authority
VLE
Virtual Learning Environment
Partner Organisations
Department of Education and Skills
The State Examinations Commission
Ireland
Ireland
H2 Learning
Dublin West Education Centre (DWEC)
Ireland
Ireland
Danube University Krems
The Centre of Information
Austria
Technologies in Education (CITE)
Lithuania
Partner Organisations
The Center for Control and Assessment of
4
the Quality in School Education (CCAQSE)
Ministry of Education, Science, Culture and Sport
Bulgaria
Slovenia
The Cyprus Pedagogical Institute
The National Education Institute
Cyprus
Slovenia
Microsoft Ireland Operations Ltd.
The Educational Research Institute
Ireland
Slovenia
National Council for Curriculum and Assessment
The Galician Regional Ministry of Education
Ireland
Spain
Lifelong
Learning
Programme
This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the
information contained therein.
Preface
The
for
Over the course of the EUfolio project, Partners
Policymakers and Practitioners illustrates the
ePortfolio
Implementation
Guide
designed, carried out and evaluated a pilot
actions needed to introduce ePortfolios to schools.
implementation of ePortfolios for teaching, learning
As we move towards transforming European
and assessment in schools in Cyprus, Ireland,
education systems, it is essential that policymakers
Lithuania, Slovenia and Spain. The pilot was a “policy
and education professionals are fully aware of all
experimentation” from which policymakers will be
the key implementation processes.
able to draw valuable real-world lessons. The hope
This Guide stems from a two-year pan-European
EU Classroom ePortfolio (EUfolio) project. It started
in May 2013 and proceeded to experiment with
ePortfolio models in post primary (second level)
schools. This project’s principal aim was to inform and
support the implementation of innovative learning
environments in education settings, through the use
of Information Communications Technology (ICT).
EUfolio is a collaboration of 14 partners from seven
countries; Ireland, Lithuania, Slovenia, Cyprus,
Bulgaria, Spain and Austria. The idea for EUfolio
project came from the ‘ICT and education’ Working
Group created under the “Education and Training
2020” programme, a network that includes 24 representatives from EU Ministries.
A number of member organisations came together
with
the
common
interest
of
implementing
electronic portfolios as part of the ICT in education
policy agenda at national level. The policy expert
group partnered with researchers, educators and
practitioners and secured funding from the Lifelong
Learning Programme (KA1 - Implementation of the
European strategic objectives in Education and
Preface
Training) under the leadership of the Department
5
of Education and Skills (DES) in Ireland.
is that following this pilot project, both policymakers
and practitioners will encourage and action the
use of ICT (specifically the ePortfolio approach) in
teaching, learning and assessment. Allowing for
different approaches in different contexts and taking
account of practical resource constraints, the EUfolio
pilot participants included 4,098 students and 194
teachers across the pilot countries. For a more
detailed account of these numbers, please refer to
Appendix 2 - EUfolio Implementation Overview.
Towards the end of the project, the EUfolio team
moved to capture the learning from the project, the
evidence for the efficacy of ePortfolios in teaching,
learning and assessment. The team also moved to
capture strategies of effective practice, sustainable
implementation
and
consistent
management.
This publication is an attempt to present it in a
condensed and comprehensive format.
The team set ambitious goals when embarking on
this journey almost two years ago. A vast amount of
work was completed, many successes were achieved
and many challenges were encountered too. We will
continue our work beyond the project and hope that
our combined knowledge will be useful for other
organisations and countries across Europe.
EUfolio Project Team
Introduction
The purpose of this guide is to provide policymakers
and practitioners in the education sector with
a set of guidelines to inform and support the
implementation
of
ePortfolios
in
individual
schools, district education settings and national
education systems.
This
guide
contains
suggested
policies
and
procedures which have emerged from the EUfolio
project on the use of ePortfolios in teaching,
learning and assessment. It provides general
lessons about the effectiveness and awareness
of the merits of ePortfolio implementation, as
well as the challenges and obstacles that may be
experienced by implementers along the way.
The material covered in the guide aims to
deliver specific and practical information on four
primary issues:
1. It explains what an ePortfolio
means for classroom practice.
Sections Overview
The guide’s content ranges from a review of existing
policies on the use of ePortfolios in education, to
large-scale ePortfolio implementation, to ePortfolio
assessment
and
evaluation.
It
comprises
of
four sections:
Section 1 is based on an in-depth literature review
and it documents the knowledge and resources that
are required to answer the question, ‘Why introduce
ePortfolios into schools?’ This section defines
an ePortfolio, details the merits of ePortfolios in
education settings and shows how they differ from
paper based portfolios. It explores ePortfolios in a
European context.
Section 2 details how ePortfolios can be used as
a tool for 21st Century Skills development and
assessment. It explores how to best prepare for
ePortfolio implementation and highlights the key
considerations
for
ePortfolio
implementation.
2. It shows how ePortfolios can be implemented.
Technical elements of ePortfolios are also explored.
3. It explores the teaching, learning
Section 3 charts a three-tier implementation
and assessment approaches.
process for ePortfolios. First, there is the pre-im-
4. It provides recommendations and
guidelines on ePortfolio implementation.
plementation phase, demonstrating examples of
ePortfolios and reorganising existing structures to
facilitate ePortfolios. Second, with a focus on the
process, there is the implementation phase, with a
six-step guide pointing to each action. Third, there
is the post-implementation phase, which looks at
evaluation and quality assurance in respect of the
implementation process.
Section 4 outlines the recommendations that are
based on EUfolio project findings. Recommendations and guidance are made for the main policy
making levels - national policymakers, regional
Introduction
policymakers and individual schools.
6
Further Information on ePortfolio Implementation
If any further information is required, you may contact [email protected]. You may also contact any
of the project partners. It is intended that the online Yammer community of practice, which was established
during the project, will be populated with resources and moderated by the Irish Department of Education &
Skills and its agencies.
The ePortfolio Implementation Guide for Policymakers and Practitioners is available on the Eufolio
Introduction
website: www.eufolio.eu.
7
Section 1: Why Introduce ePortfolios To Schools?
Two ePortfolio platforms were piloted in 72 schools
across 5 countries over a two-year period as part of
the EUfolio project. The outcomes arising from this
project were largely successful.
Considering this, and the fact that a thorough
understanding of
ePortfolios is necessary to
appreciate the merits of the platforms, Section 1 will
delve into the meaning of ePortfolios in the context of
teaching, learning and assessment today. It will look
at how they compare with traditional paper-based
portfolios and will proceed to examine the benefits
of electronic portfolios (ePortfolios). This section will
also analyse ePortfolios in a European context.
These elements are:
•• Digital form: a collection of digital
resources, called a repository of artefacts.
•• Artefacts: authentic content that proves
competence and provides evidence of an
individual’s progress and achievements.
•• Organised content: contains materials
obtained from both formal and informal
learning activities in a structured manner.
•• Authorship: personally managed and
owned by the individual who creates it.
The owner can decide which parts of the
ePortfolio are shared and with whom.
•• Reflection: can be used for individual review,
1.1 Defining ePortfolios
reflection and personal development planning.
To understand the true potential of ePortfolios in
schools, they must firstly be defined. A range of
ePortfolio definitions are currently in use. Some
definitions regard the ePortfolio as a product
•• Showcase: particular sections of an
eportfolio to be shown to others e.g. teachers, peers, parents.
or a personal space where students can collect
digital files. These files present evidence of student
experiences and achievements, and articulate
learning outcomes.
1.1.1 EUfolio Definition of ePortfolio for Schools
Although there is no absolute definition of an
Other definitions present ePortfolios as a process,
allowing students to move beyond the notion of
learning as they know it, and to gain insight into
their personal learning process. Students are
empowered to think creatively and critically in
ePortfolio, one definition was understood as true
in the case of the EUfolio project. It is a definition
that is derived from the Irish National Council for
Curriculum & Assessment’s interpretation of an
ePortfolio (NCCA, 2013) and it reads as follows:
order to ultimately make sense of how they learn.
They do this by recognising learning experiences,
by reflecting on their skill development and by
sharing, collaborating and presenting the evidence
Section 1: Why Introduce ePortfolios To Schools?
to others.
8
It is necessary to think of the use of an ePortfolio
as an approach, or method, or support structure
to teaching and learning. That is, a digital portfolio
is both a quantifiable thing and at the same time,
a process.
Properly defining an ePortfolio greatly depends
on what it can deliver. An ePortfolio presented
as a collection of electronic evidence,
ePortfolios are student-owned
dynamic digital workspaces
wherein students can capture their
learning and their ideas, access
their collections of work, reflect on
their learning, share it, set goals,
seek feedback and showcase their
learning and achievements.
must be
considered as multi-faceted. Consequently, there
For a more in-depth exploration of ePortfolio
are several key elements which together can
definitions, please see the EUfolio deliverable; EUfolio
define ePortfolios.
Review of Existing ePortfolio Policies and Practices.
1.2 Comparing Paper Portfolios with ePortfolios
For centuries, people have managed perfectly well with paper-based portfolios, so it is natural to question
the need for electronic portfolios at all.
Very simply put, a portfolio – paper or electronic – is a collection of evidence that is gathered together to show a
person’s learning journey over time and to demonstrate their abilities. In that way, people compiling portfolios
are active participants in their own learning. Below is an examination of how paper and ePortfolios compare.
1.2.1 Paper Portfolios and ePortfolios
Paper portfolios hold a collection of draft and completed assignments in order to demonstrate the learner’s abilities.
An electronic portfolio (also known as an ePortfolio, e-portfolio, efolio, digital portfolio, webfolio etc.) is
fundamentally an electronic version of a paper-based portfolio, created in a digital environment, and can
include text, images, audio and video material.
The table below, compiled by New Zealand's Ministry of Education (2011), serves to showcase and compare
1
the qualities that are lacking in traditional portfolios with strongly advanced ePortfolios.
Section 1: Why Introduce ePortfolios To Schools?
ePortfolio
9
Paper Portfolio
Enduring
Can deteriorate over time, susceptible
to environmental degradation.
Provides continuity and can be lifelong
Often time-bound and discontinuous
Totally mobile
Not easily mobile
Easily reproducible
A reproduction can be very time consuming
and will not look as good
Enables collaborative work
Collaboration not easy and certainly not simultaneous
Can be a ‘live’ resource for others
Could be a limited and time-bound resource
Easily reviewable by anyone, anywhere, anytime
Needs to be physically present
Can be read, peer reviewed, or marked by
multiple viewers simultaneously
Needs to be copied and then distributed to
enable multiple viewers or markers
Allows different organisational ‘views’ of the
one set of core resource material
Fixed layout and format
Allows learner/teacher interaction
Not unless done within the classroom
Provides student voice – feelings and emotions
Impersonal – generally does not
reflect feelings and emotions
Easily and always available for editing
Not easily editable
Intended/designed to encourage reflective practice
Can be, but more difficult to include reflections
Anywhere, anytime access
Must be physically transported
A personal approach to learning that
grows with the learner’s maturity
Content and organisation mainly driven by teacher
Development focused
Often tends to be assessment focused
The owner has total control of the sharing
and commenting capability
Once out of the owner’s hands she/he has
no control over access or comments
Secure – difficult/impossible to lose or misplace
Can be lost or easily damaged
Multimedia – text, charts, graphic images,
sound, video and all combinations
Paper-based media only – text, images, diagrams, charts.
Can include embedded files
What you see is what you get
1 Digital Portfolios: Guidelines for beginners.Ministry of of Education, Wellington, New Zealand (2011): p4. Accessed 14 Apr. 2015
Electronic portfolios are a technological change,
not a conceptual change, from paper portfolios but
they still have a number of characteristics that differ
from traditional portfolios. Electronic portfolios
are convenient, expandable, versatile, and highly
mobile. On the other hand, while paper portfolios
are still used by many people and professions, they
are generally cumbersome, time-bound, vulnerable
to decay, and non-interactive.
•• Reflection: ePortfolios encourage
students to reflect on their work.
•• Psychological benefits: ePortfolios can foster
a sense of accomplishment and satisfaction
among the students that use them.
•• Assessment: As students revisit and refine
their ePortfolios on a regular basis, they
engage in an evaluation and assessment
process. In doing this, students gain a better
understanding of the assessment they are
1.3 Benefits of ePortfolios
undertaking and can use it to constantly
One of the most powerful benefits of ePortfolios
is that they allow for meaningful reflection. By
reflecting on their own work saved in ePortfolios,
learners can:
•• develop their personal and school identities,
as they complete various projects and reflect
repository for various artefacts
including multimedia elements.
•• Maintenance: ePortfolios are easy
to maintain, edit and update.
ePortfolios can be shared with others and
•• connect learning across different
transferred into different working environment.
subjects and time.
•• Access: ePortfolios are easily accessible online
•• develop self-assessment abilities to judge
by their authors. Students can also set privacy
the quality of work using expert criteria.
settings allowing selected audiences (e.g.
•• plan their own learning pathways as they
come to understand what they know and are
2
able to do and what they still need to learn.
Additionally, following the implementation of
ePortfolios, more benefits are evident:
•• Skills development: The use of ePortfolios
can develop multimedia technology
skills, as well as more general literacy,
communication and problem-solving skills.
•• Evidence of learning: ePortfolios
facilitate meaningful learning, where
students can learn to manage their own
Section 1: Why Introduce ePortfolios To Schools?
•• Artefacts: ePortfolios can be a
•• Portability and sharing: When saved online,
on their own capabilities and progress.
10
improve their learning outcomes.
professional development and therefore
contribute to their life-long learning.
peers, teachers) to look at their ePortfolio.
•• Cost: Although ePortfolios require some
initial set-up costs, mainly for software and
equipment, the online tool is inexpensive
and easy to reproduce in the long term.
•• Standardisation: If a universal
specification is agreed upon, ePortfolios
have the potential to be standardised
across e.g. provinces and countries.
•• Privacy: ePortfolios include a privacy
feature that protects student work.
Access can be limited to only those that
students wish to view their work.
3
•• Feedback: ePortfolios facilitate the exchange
of ideas and feedback. Students can receive
feedback quickly and on a regular basis
across electronic media channels throughout
the ePortfolio development process.
2 The Benefits of E-portfolios for Students and Faculty in Their
Own Words (Winter, 2009), 11:1
3 Butler, P. (2006) A Review of the Literature on Portfolios
and Electronic Portfolios, Palmerston, New Zealand: Massey
University College of Education. p.11 Accessed 14 Apr. 2015
1.4 Exploring ePortfolios in a European Context
Across Europe, the increasing interest in the
potential for e-learning tools and technologies to
support more learner-centred and personalised
forms of learning has been driven by national
strategies for e-learning and other initiatives to
develop lifelong learning. Stemming from this
interest, in 2006, all EU Member States agreed on
a framework of eight Key Competences for Lifelong
1.4.1 ePortfolio Policy-Adoption
EU Member States don’t have a structured and
linear policy in terms of ePortfolio implementation.
In many cases, ePortfolio adoption strategy
is simply incorporated into the various ICT in
education national policies or other strategies
focusing
on
digital
skills
and/or
teacher
Learning (Council of the European Union, 2006).
professional development.
They include:
ePortfolios have already been implemented in
4
education systems in Belgium, Austria, Portugal,
•• Communication in the native language;
Romania, UK and Turkey. Bulgaria, Germany, France
•• Communication in foreign languages;
and Iceland are currently in an implementation
•• Mathematical competences and basic
pilot phase. In Portugal and the United Kingdom,
competences in science and technology;
e-Portfolios are available to students throughout
their entire educational career and are assessed by
•• Digital competence;
5
awarding bodies.
•• Learning to learn;
Currently, we can observe the need to modernise
•• Social and civic competences;
school curricula across Europe in order to create a
more learner-centred model of teaching. ePortfolios
•• Sense of initiative and entrepreneurship,
Cultural awareness and expression.
European countries are all at different stages of
adopting these Key Competences into their national
curricula, however the real challenge remains in the
assessment methods and how education systems
across Europe will evaluate the Key Competences
in a fair and meaningful way.
The
European
Commission
has
described
ePortfolios as ideally suited to the assessment
of work-collections developed by students. The
Commission also considers the ePortfolio to be a
powerful tool for communication in a student’s
native
language,
communication
in
and their wide adoption in education systems can
address this need significantly.
The main findings from the EUfolio project show
that ePortfolio adoption across Europe can certainly
progress the implementation of the strategic
objectives of the ET 2020 (Education and Training
6
within Europe 2020 strategy). ET 2020 aims to
enhance innovation in education and the quality
and performance of education systems.
For an in-depth exploration of ePortfolios in the EU
context, please see the EUfolio deliverable; EUfolio
Review of Existing ePortfolio Policies and Practices.
foreign
Section 1: Why Introduce ePortfolios To Schools?
languages, cultural awareness and expression.
11
4 Key competences for lifelong learning. Europa (2009).
Accessed 14 Apr. 2015
5 Ibid.
6 Strategic framework. Education & Training 2020 (2014).
Accessed 14 Apr. 2015
Section 2: ePortfolios in a School Context
Section 2 provides an overview of the functions of ePortfolios and how these could be used to support
teaching, learning and assessment, especially in a second-level context. It explores the potential of ePortfolios
to support ongoing assessment and the development of keys skills. Key considerations in the introduction
of ePortfolio-based learning are also outlined.
2.1 Functions of ePortfolios
Based on a literature review, EUfolio partners identified three main functions of ePortfolios: Storage or “showcase
of learning”; Process or “process of learning”; and Product or “products of learning”. These three separate
functions - as mapped out in Figure 2.1 - support the learning process when interrelated and interdependent.
Himpsl-Gutermann (2012) explores these three functions in greater detail, referring to Products of Learning,
Process of Learning and Representation of Learning. Reflection and feedback are key to linking the layers of this
proposed ePortfolio structure.
Representation
of Learning
View 1 Cover
Letter Objectives
Pieces of Evidence
Reflective Artefacts
Conclusion
View 3
View 3
View 4
SHOWCASE
Presentation
Selection
Posting 1
Process
of Learning
Posting 2
Prospective
Current
Posting 3
Posting 4
Retrospective
Current
Projection
Posting 5
Posting 6
Retrospective
JOURNAL
PLAN
Artefact 2
ACT
Resource 1
Collection
Section 2: ePortfolios in a School Context
REPOSITORY
12
Figure 2.13 Layer ePortfolio structure Himpsl-Gutermann
Reflection on:
» Content
» Process
» Premise
Artefact 4
Artefact
Artefact 1
Artefact 3
Evaluation
VALIDATE
Resource 2
Products
of Learning
Prospective
Reflection
Conflict
Feedback
7
This three-layer structure is discussed in greater detail in the EUfolio deliverable; EUfolio Process Specification.
7 Himpsl-Gutermann, Klaus (2012). A 4-phase-model for the long-term use of e-portfolios. EPIC 2012, p.239.
Based on the information shown in Figure 2.1, the EUfolio partners developed the ePortfolio process
illustrated in Figure 2.2, which display the three functions of ePortfolios and how they form part of the
learning process. This is also indicated in the work of Abrami and Barrett (2005) with 3 levels of the ePortfolio
Material
e
C
ol
le
or
St
ct
process: repository, workspace and showcase.
Level 1
Audio
Repository
Level 1: Student Repository
Students can use their ePortfolio space as digital
Video
storage, where they create and collect artefacts.
They can also collate exemplars of work to support
assignment they are working on.
Links
D
ow
nl
d
oa
pl
U
oa
d
the development of success criteria for the task or
Forums
R
k
ef
le
l
Ta
ct
Level 2: Student Workspace
In the workspace, students can plan,
organise
learning
experiences
set goals,
chronologically,
collaborate with peers, reflect on their own learning
process and on the work of their peers. They can
Journal
Level 2
Workspace
collect and upload artefacts (storage), discuss with
Groups
peers the selection of their artefacts, work collaboratively or alone and organise their resources.
Pages
In
te
r
e
at
re
ac
C
t
Thus, a cycle of self and peer reflection as part of
the learning process is facilitated. In the workspace,
teachers and peers can provide formative feedback.
ef
le
R
re
Achievements
The showcase element of an ePortfolio can
demonstrate a student’s competences, achievements
and products. A student can edit and select
Level 3
Showcase
achievements as well as contributions and feedback
Video
from peers and teachers. The ‘final’ products in the
showcase part of an ePortfolio can be evaluated by
Pages
As
s
es
s
the teacher as a summative assessment of learning.
w
Section 2: ePortfolios in a School Context
their artefacts to showcase their reflections and
o
Sh
13
a
Sh
ct
Level 3: Student Showcase
Assignments
These functions of ePortfolios are further outlined
in the EUfolio deliverable; EU Classroom ePortfolios
Trainers’ booklet, available at the online CPD
resources portal.
Figure 2.2EUfolio ePortfolio Functions
2.2 Using ePortfolios to Support Assessment
As outlined in Section 2.1, ePortfolios have three main functions and can support ongoing assessment.
2.2.1 ePortfolios and Summative Assessment
2.2.2 ePortfolios and Formative Assessment
From a summative point of view, the platform acts as
ePortfolio pedagogy also has the potential to
a digital repository (Level 3) for student work and has
foster and develop formative assessment in the
the capacity to store multi-modal texts. However,
classroom. The platform supports feedback in the
they also have the potential to support a shift in the
form of a dialogue, thereby building communication
role of the learner in this summative process from
between the student and the teacher. This supports
passive to active, as observed by Knight et al. (2006):
the notion put forward by Marshall and Wiliam (2006)
that the purpose of formative assessment is to support
‘ePortfolios achieve a goal that many other
learning and that the process of feedback should
assessment methods cannot; they change the
student role in assessment from passive research
subject to active participant as students
Below, Figure 2.3 captures the process of how
students typically develop their work; in this case a
are called upon to select samples of their
piece of student writing in the ePortfolio platform.
classroom and co-curricular work products for
This development process features all three
the ePortfolios and (perhaps most importantly)
functions of ePortfolios: Level 1, Level 2 and Level 3.
to reflect upon why these artefacts were selected
and how they demonstrate learning’.
engage both the teacher and the student.
8
This is supported by Kimball (2005) who underlines the
shift in role for the student: ‘portfolio pedagogy seeks
to encourage students to become dynamic participants
in their own learning. Students are not merely users of
9
the system, [they become] the authors of it’.
Exemplars creating LI,
SC, matrices/rubrics
Students working
towards new goals
in their learning
Future learning
Level 1
Level 2
Teachers
Peers
Section 2: ePortfolios in a School Context
Self
14
Family
Feed back &
feed forward
& reflection
Learning
artifact
demonstrated
in portfolio
1st draft of
writing
Story
Board
Brainstorm
Feed back &
feed forward
& reflection
Figure 2.3Adapted from: ePortfolios and Formative Assessment
Learning
artifact
demonstrated
in portfolio
10
8 Digital Portfolios Guidelines for beginners. Ministry of Education,
Wellington, New Zealand ( 2011): p. 8. Accessed 15 Apr. 2015.
9 Kimball, Miles (2005) Database e-portfolio systems: A critical
appraisal. Computers and Composition 22.4: p.435.
10 Assessment for Learning & ePortfolios. CORE Education (2012): p 24. Accessed 14 Apr. 2015
“finished”
example
Video
2nd draft
Level 3
At Level 1 (student repository) the student can
work’. 13 The ePortfolio platform enables quick and
store exemplars of work. This work can be used to
easy sharing of student work, either with individual
generate success criteria; the standards by which
students or groups, and in this way facilitates peer
work will be judged when finished, to determine its
feedback throughout the learning process. This is
success in the eyes of the student and the teacher.
shown in exemplars from the EUfolio classroom
At Level 2 (student workspace) the student is
engaged in the creation process while in the student
ePortfolio implementations on the EUfolio CPD
resources portal.
workspace, and can seek feedback from peers,
teachers, parents and engage in self-reflection.
Once the process is completed, the student can
demonstrate their learning at the product stage, and
display their product in their showcase (Level 3).
2.2.5 Student Self-Assessment
An ePortfolio also provides a platform for student
self-assessment. It assists the student in taking
control of their own learning and becoming more
autonomous. This idea is supported by the research
2.2.3 Effective Feedback
of Black et al. (2004); ‘Self-assessment promotes the
In 2011, the Scottish Qualifications Authority study
into effective assessment practice found that
‘ePortfolios make it easier for teachers and assessors
to give feedback, which strengthens the link between
formative and summative assessment and between
learning and assessment generally’.
11
The platform
allows for feedback in both written and oral formats
and can include links to exemplars of work.
Feedback can be provided at any stage in the learning
process, and this supports the development of the
student, as noted by Black & Wiliam (1996); ‘continual
feedback to students on how to progress learning and
performance is essential…feedback must be during the
process and not just at the product stage’.
12
Examples
of feedback throughout the process can be seen
within the EUfolio project where teachers provided
both oral and written feedback to students in an
effort to support students’ learning journey.
capacity to work at a metacognitive level...engaged in
self-reflection, students begin to develop an overview
of their work that allows them to manage and
control it for themselves’.
14
This ongoing assessment compliments the digital
repository potential of the ePortfolio. In terms of
in-school summative assessment, engagement with
the repository of work in ePortfolios becomes a process
that is led by the student. As described by Klenowski,
Askew and Carnell (2006) , ‘It avoids the trap of gathering
a ‘collection’ of data; the emphasis is on noticing and
analysing learning and allows [students] to examine their
own learning and meta-learning strategies’.
15
Students involved in the EUfolio pilot reflected on
their learning throughout the process of completing
a task or assignment and engaged in metacognition
and thinking about their learning. Throughout
the duration of the project, students were able to
record their reflections in the ePortfolio platform to
support future learning.
2.2.4 Peer Feedback
To support student-self assessment, the ‘My
ePortfolios present an opportunity to increase
Section 2: ePortfolios in a School Context
peer-to-peer
15
dialogue
and
peer
assessment.
Stefani et al. (2007) observe that ‘Peer-commenting
on student work is an excellent incentive for
improving the quality and effort that students
Learning’ plugin was developed for the Mahara
platform. This fosters student reflection and self-assessment thereby promoting self-directed learning.
An overview of the features of My Learning is
provided in Appendix 3.
invest in their work. Furthermore, those who
comment learn as much from devising their
comments as those who receive feedback on their
11 Guidance on Using E-portfolios. Scottish Qualifications Authority
(SQA) (2012):p.18. Accessed 14 Apr. 2015
12 Black, Paul, and Dylan Wiliam (1998) Assessment and classroom
learning. Assessment in education 5.1:p. 34.
13 Lorraine Stefani, Robin Mason et al. (2007) The Educational
Potential of E-Portfolios: Supporting Personal Development and
Reflective Learning.p. 66. Accessed 14 Apr. 2015
14 Black, P., Harrison, C., Lee, C.et al. (2004) Working Inside the
Black Box: Assessment for Learning in the Classroom. Phi Delta
Kappan, 86 (1): 9-21
15 Klenowski, V., Askew, S., Carnell, E. (2006) Portfolios for
learning, assessment and professional development in higher
education. Assessment and Evaluation in Higher Education, 31: 3:
pg. 274.. Accessed 13 Apr. 2015
2.3 Using ePortfolios to Develop 21st Century Skills
Curricula and teaching approaches have changed over the past decade to run in line with altered job
requirements and societal trends. This is in an effort to narrow the current gap between the world of
education and the world of work. EUfolio partners examined a number of 21st Century Skills and competences
which could potentially be developed through the use of ePortfolios in the classroom. The project focused
on the skills outlined in the ATCS Framework (2012) which groups 21st Century Skills into four categories as
seen in Figure 2.4.
21st century skills (ATCS)
Description – Indicators
Creativity / Innovation
• To be able to create new and worthwhile ideas
• To be able to work creatively with others
Ways of thinking
• To be able to implement innovations
• To be able to elaborate, refine and analyze one’s own ideas
Critical thinking / Problem solving /
Decision making
• To express thoughts and ideas effectively, using any type
of communication (oral, written, artifact, technology etc.)
in several contexts and for a range of purposes
• To be able to listen to other’s thoughts and ideas
• To share opinions and provide feedback
Learning to Learn / Metacognition
• To use several types of reasoning in appropriate situations
• To use systematic thinking by considering the interaction of
the small parts of the whole problem in order to solve it
• To make decisions and judgments
• To critically evaluate online and other resources using
Ways of working
Collaboration
• To interact effectively with others
• To work effectively in diverse teams
• To manage group projects
• To guide and lead others (having a respectful behaviour)
Communication
• To be able to communicate in oral or written form in
their mother tongue and additional language
• To be able to read and understand different texts
• To be able to formulate arguments in a convincing matter
Section 2: ePortfolios in a School Context
• To develop skills to use aids (such as notes, schemes, maps etc)
16
Tools for working
ICT / Digital literacy
• To access and evaluate information and communication technology (ICT)
• To use and manage information online
• To create media products (i.e. video, audio etc)
• To apply technology effectively
Information literacy
• To access and evaluate information
• To use and manage information
• To be able to search, collect, organize and process information
• To be able to use technology as a tool to research,
organize and collect information
Citizenship
• To participate in community/neighborhood activities
• To be able to display solidarity on issues
affecting the local or wider community
Life and Career
• To adapt to change
Living in the world
• To be flexible
• To manage goals and time
• To work independently
• To interact effectively with others
• To work effectively in diverse teams
• To manage projects
• To guide and lead others
Personal and Social responsibility
• To be able to communicate
• To be able to express one’s frustration in a constructive way
• To be able to maintain a degree of separation
between professional and personal life
• To be able to view and understand different viewpoints
• To be able to negotiate
Figure 2.4ATCS Key Skills 21st century skills description
16
These 21st century skills need to be incorporated to a greater extend into the curriculum in order to
overcome current and emerging practical skills shortages. ePortfolios provide a platform to support the
Section 2: ePortfolios in a School Context
development of these 21st Century Skills using technology as a catalyst for the development of these skills
17
which is important in the development of student-centered learning.
The point that ePortfolios can support 21st Century Skills is fortified by the research findings of the
EUfolio project, which show that student keys skills such as creativity, critical thinking, learning to learn,
communication, collaboration and ICT literacy evolved throughout the pilot implementation.
16 Binkley, M., Erstad, et al. (2012). Defining 21st Century Skills. In P. Griffin, B. McGaw & E. Care. (eds), Assessment and Teaching of 21st
Century Skills. p.16-17
2.4 Key Considerations in Implementing ePortfolios
The EUfolio partners considered two key perspectives, pedagogy and technology, when implementing
ePortfolios. These are outlined in Figure 2.5 below and are further explored in the EUfolio deliverable;
Generic Functional Specification.
Key Considerations of ePortfolio Implementation
How to make use of an
ePortfolio?
How to implement
ePortfolio pedagogy?
How to implement an
ePortfolio system?
How to enable the use
of an ePortfolio?
Reflection
Development
Presentation
Assessment
ePortfolio Scenarios
Rollout Strategies
Educational Policies
System Evaluation
System Selection
Setup & Config.
System Updates
Maintenance
Support
Pedagogical Perspective
Technological Perspective
Figure 2.5Key Considerations of ePortfolio Implementation
2.4.1 Pedagogical Perspective
Schools involved in the EUfolio project explored the potential of ePortfolios to support teaching, learning
and assessment in the classroom across the three levels of ePortfolio functionality as outlined in Section
2.1. ePortfolio functions - supporting student reflection, formative assessment, peer assessment and
showcasing student work - were embedded in the learning process. In order to support these functions,
teachers developed learning scenarios that incorporated an ePortfolio pedagogy.
2.4.2 Technological Perspective
The ePortfolio system needs to meet the demands of all users within the school environment; it needs to be
Section 2: ePortfolios in a School Context
reliable, secure, resilient and flexible. Schools should focus on how they will use ePortfolios and meet user-ex-
18
pectations before they consider the technical or functional characteristics of ePortfolio software systems.
Schools should consider the technology requirements that are necessary for the operation of ePortfolios (e.g.
technical set-up, implementation or maintenance). The EUfolio deliverable; Generic Functional Specification
provides a set of technical-level requirements for ePortfolio implementation, to help ensure that the
implementation can be achieved on time and on budget. Essential “must-have” elements are distinguished
from “nice-to-have” elements, depending on the type and targeted use of the ePortfolio project.
The usability of ePortfolios in schools should also be considered, where their capacity can be explored,
developed and expanded upon as time goes on. Figure 2.6 outlines the levels of ePortfolio development
in schools. As the levels progress, the emphasis moves from the learner to implementation challenges for
the school.
While an ePortfolio solution could be delivered initially as a simple student webpage or blog, over time this
may become unwieldy for the school to manage. In order to achieve maximum impact, schools need to
consider what the ePortfolio system will look like in the future when it is implemented across the whole
school, for all students and subjects.
Ideally, the learner will have the ability to bring their ePortfolio with them when they leave the school, thus
providing lifelong learning application and opportunities.
Level 5 moves beyond the school and
provides opportunity for lifelong learning
LEVEL 5
LEVEL 4
Level 3 and 4 focusses on
providing value for the school
LEVEL 3
Level 1 and 2 focusses on
the learner experience
LEVEL 2
LEVEL 1
ePortfolio can be easily
ported to another school
ePortfolio is embedded in teaching,
learning and assessment processes
ePortfolio is implemented
across the whole school
ePortfolio is built on a dynamic database
content management system (CMS)
ePortfolio is a simple
static website or blog
Section 2: ePortfolios in a School Context
Figure 2.6Levels of ePortfolio development in schools (adapted from Siemens 2004)
19
17 Siemens, G.(2004) elearnspace. ePortfolios. Accessed 15 Apr. 2015
17
2.5 Functional Requirements Matrix
Having explored the technological and pedagogical perspectives of an ePortfolio implementation, EUfolio
partners developed a Functional Requirements Matrix based on the work of Hartnell-Young et al. (2007) and
Becta (2009). This matrix , captured in figure 2.7, presents six functional modules that should be supported
by a learner-centered ePortfolio platform. These are Core Functions, Planning, Learning & Development,
Reflection & Monitoring, Assessment & Transition, all of which are focused on the student and their work.
These functional modules are mapped onto the four functions of portfolios identified by Baumgartner
(2009), which are; Reflection Portfolio, Presentation Portfolio, Assessment Portfolio, Development Portfolio.
The resulting matrix illustrates the set of functional requirements considered relevant for ePortfolios in
Assessment
Transition
Planning
Facilities
Capturing &
Storing
Evidence
Submission
of Evidence
Formative
Assessment
Facilitating
Transition
Qualification
Standards Def.
Organising/
Clustering of
Evidence
Publishing
Evidence
Summative
Assessment
Interoperability
Evidence
Verification
Portability
Management
Identity
Management
Learning Target
Definition
Reflection & Monitoring
Progress
Tracking
Reflection of
Evidence
Grading
Assessment
Planning
Verification
of Evidence
Teacher/Peer
Feedback
Attendance
Report Tracking
Assessment
Individual
Learning Plans
Section 2: ePortfolios in a School Context
Core Functions
20
Presentation
Learning & Development
User & Role
Management
Repository/
Cloud
Management
New Media
Management
Task/Activity
Management
Ownership
Management
ePortfolio
Management
Search &
Navigation
Access
Management
Reporting
Management
Comm./Collab.
(synch/asynch)
User
Support
Multiple Device
Support
Development
Planning
Reflection
the context of the EUfolio project.
Figure 2.7EUfolio Functional Requirements Matrix
The functional requirements matrix is explored in greater detail in the EUfolio deliverable; Generic
Functional Specification.
2.6 Developing a Model of ePortfolio Implementation
In order to develop a strong model for the integration of both pedagogical and technological perspectives,
EUfolio partners explored models of ePortfolio implementation in education systems across numerous
countries. Partners then proceeded to develop an implementation model for schools, which is derived from
Section 2: ePortfolios in a School Context
21
- What issues will ePortfolios
address?
- What CPD & support are staff &
students likely to need?
- Which tools, systems or
approaches should you adopt
and why?
Understand
- What methodologies are you
using to explore the viewpoints
of learners & staff?
- How will use evidence &
evaluate the outcomes?
Prepare
- What are the lessons learnt
from pilots?
- What factors, such as timing or
involvement of ePortfolio
champions, that might
influence the outcomes?
Engage
Implement
Review
Define
the six-step process proposed by the UK-based Joint Information Systems Committee, (JISC, 2008).
- Do you have a vision for
ePortfolios in the context of
student learning?
- What are the implications for
teachers, administrators &
technical staff?
- How do you address
accessibility, IPR, copyright
and privacy?
- Are teachers ready &
confident to use ePortfolios
effectively with their
students?
- What are the most effective
strategies for engaging and
sustaining the commitment of
teachers, learners, & parents
in the use of ePortfolios?
Figure 2.8Six Steps to ePortfolio Implementation 18
The JISC implementation model (Figure 2.8) is guided by a number of principles including clearly defining the
purpose of the ePortfolio at the outset and understanding the implications of ePortfolios for both pedagogical
and technological practitioners. Prior to implementing ePortfolios in the classroom, it is essential to engage
in a preparatory phase to ensure that teachers are confident about embedding ePortfolios into teaching and
learning and to ensure that learning scenarios support the integration of ePortfolios in teaching and learning.
18 Effective Practice with E-Portfolios (2008). JISC. Accessed 15 Apr. 2015
In order to constantly optimise the way ePortfolios are implemented, an ongoing monitoring process should take
place, inclusive of a review at the end of the pilot implementation. The results of this review will inform future
implementations.
Drawing from the findings of the EUfolio project, the JISC model was further developed into the EUfolio
Ten-step Guide to ePortfolio Implementation (Figure 2.9). This Guide introduces ePortfolios through
discussion and training. It features monitoring and implementation assessment to inform further review
and improvement throughout the process.
EUfolio Project findings showed that school/teacher/student preparation and teacher/student development
and support were essential in bringing about a successful ePortfolio implementation. This Ten Step Guide is
explored and discussed in greater detail in Section 3.4.
Section 2: ePortfolios in a School Context
1
22
Establish the
purpose/type of
ePortfolio
initiative
8
Implement
ePortfolios with
students
2
Set the functional
specification for
the ePortfolio
system
7
Align ePortfolio
with curriculum
3
Select and plan
operations and
ePortfolio
platform
6
Provide training
and support to
students
CPD for
4 Provide
teachers
5
Provide ongoing
support for
teachers
Figure 2.9EUfolio Ten Steps to ePortfolio Implementation
9
10
Monitor
implementation
Assess
implimentation
Section 3: EUfolio Pilot Implementation Results
The EUfolio pilot project implementations were carried out by the following five European countries: Cyprus,
Ireland, Lithuania, Slovenia and Spain.
3.1 Short Description of the
Implementations
3.2 Data Collection
The five pilot countries followed a common
approach
implementation approach, as described in the
partners’ pilot evaluation report:
•• Design & facilitate continuing professional
development (CPD) for participating
teachers on the pedagogical aspects of
ePortfolios in education and the technological
aspects of the platform to be used.
•• Use trainers/mentors/researchers to
support participating teachers during the
Section 3: EUfolio Pilot Implementation Results
implementation phase with face-to-face
23
visits in schools and online support.
•• Collect data from participating schools
in order to address the EUfolio
project research questions.
The EUfolio project’s classroom ePortfolio implementations were expected to be diverse and
therefore it was important to ensure that a robust
research design was used in order to collect and
analyse data. The participants of those implementations ranged from EUfolio country team members
to school teachers and students who were involved
in the pilot testing process.
The participating countries used a mixed-methods
to
gather
both
qualitative
and
quantitative data in an effort to answer the EUfolio
research questions.
Depending on how their pilot was designed, each
of the countries used particular data collection
instruments found in the EUfolio Data Collection
Toolkit - a resource used throughout the pilot.
The Toolkit included questionnaires (pre and post
implementation) for participating teachers and
students; focus group questions; researcher diaries
protocols and classroom observation protocols.
The individual country reports were then reviewed
and analysed in order to inform the internal
evaluation report. A summary of the results of
all piloting countries implementations can now
be explored.
3.3 Summary of Results
3.4 Use of ICT & ePortfolios in Schools
In order to properly implement ePortfolios in
According
their classrooms, teachers who participated in
reports, the use of an ePortfolio gave a new
the EUfolio project reported a change in the
impetus to the use of ICT in their teaching, learning
way they planned and designed their lessons.
and assessment practices.
Although some teachers stated the integration
of a platform to accommodate their students’
ePortfolio development did not require them to
change their teaching methodologies, the majority
of the teachers needed to take several factors that
affected their teaching into consideration. These
factors include:
••
learning design modifications
••
planning and design of their lessons
••
providing feedback out-of-school time
••
multimedia management
participants’
evaluation
Pilot-testing teachers reported that by using
ePortfolios in their classrooms, they increased the
use of ICT in general and helped their students
develop digital skills. In addition, teachers stated
that during the process of developing ePortfolios,
students and teachers interacted through the
••
interactivity and clarity
••
sharing of learning goals with students.
out of school since they could access the platform
in out-of-school timetables.
Overall, based on their experiences of classroom
implementations, teachers and principals listed
several suggestions to ensure the successful future
use of ePortfolios. Specifically, teachers highlighted
the importance of having appropriate infrastructure
in the school and ensuring out-of-school access for
The fact that the majority of the implementing teachers
students to develop their ePortfolios. In addition,
stated that they would continue with future ePortfolio
teachers stated that the time devoted to training
implementation in their classrooms, indicates that
students to use an eportfolio should be longer.
ePortfolios had a positive impact on their teaching.
Some of them suggested that ePortfolios should
design’s cognitive goals were achieved through
the implementations and that their students
be used in primary education (the EUfolio project’s
pilot implementations only took place in post
primary schools).
had developed 21st century skills throughout the
All teachers strongly stressed the importance of
process, with emphasis given by countries on
ensuring appropriate preparation for teachers
students’ reflective skills.
and
Teachers also stated that the implementation of
ePortfolios increased their students’ engagement
and motivation and highlighted the fact that
students’ engagement in the platform seemed
to enhance the quality of communication within
the
classroom.
ePortfolio
implementations
helped teachers to assess their students’ work
Section 3: EUfolio Pilot Implementation Results
EUfolio
platform and increased their communication in and
Piloting teachers also reported that their learning
24
to
students
through
practical
professional
development and training prior to implementation,
and sound ongoing pedagogical and technological
support during the implementation process. Some
teachers also put emphasis on the integration of
curriculum content into the ePortfolio platform in
order to bring further enhancements and facilitate
future implementations.
on an ongoing basis, and in particular to enhance
Some others stated that the sense of belonging in
teachers’ formative assessment processes.
a community was important for them as they could
Some teachers claimed that ePortfolios helped
them assess their students’ 21st Century Skills,
however, there is not enough overall evidence to
suggest this is a project finding.
A short summary of the pilot results, along with
conclusions drawn from the pilot country reports
are presented in the EUfolio document, Pilot
Evaluation Results.
discuss their work with peers. For this reason, there
were teachers who suggested expanding the implementations by deciding on a common platform
to be used in a given country and informing and
convincing other teachers to utilise ePortfolios with
evidence-based research.
3.5 EUfolio Project Challenges
The EUfolio ePortfolio model, where learning was approached as both process and a product, provided clear
indications of ePortfolio benefits in teaching, learning and assessment. The use of an ePortfolio as a learning
process offered teachers and students opportunities to achieve their learning goals. However, there were a
number of challenges that significantly affected its implementation:
•• Teachers believed that they were successful in
•• ePortfolios need to be aligned with the
achieving cognitive goals and in developing 21st
country’s curriculum to ensure smooth
century skills but there is insufficient evidence
implementation. The project’s findings suggest
to support their assertions. A significant change
that the presence and involvement of ICT
in the way they assessed their students was
coordinators and/or ICT teachers are essential
not evident. Most teachers stated that the
during the implementation process. They
formative assessment of their students’ work
should provide technological support and
was facilitated by the use of the ePortfolio
help to develop the required skills in students
but they did not adequately describe the way
and other teachers within the school.
they assessed their students formatively.
There were teachers who admitted that they
needed further guidance on evaluating and
assessing students’ work in their ePortfolios
and noted particular difficulty in assessing
the 21st century skills of their students.
•• It is important for teachers to have sufficient
levels of pedagogical and technological
support before, during and after the ePortfolio
implementation. Even after the implementation
process had concluded, there were teachers
who were still confused regarding pedagogical
aspects of the ePortfolio approach.
•• Teachers, especially the ones who are not
familiar with using ICT in their classroom,
need to have time to familiarise themselves
with, and receive continuing professional
development (CPD) to efficiently utilise the
chosen platform before implementations.
•• EUfolio project findings suggest that in
order to ensure successful integration of
ePortfolios in formal education at national
level, a common ePortfolio platform is
desirable, so that ePortfolios can be used
across all schools in a particular country.
•• It was evident in EUfolio schools that students
need to have time to develop their ePortfolios
for long periods of time and that the use of
an ePortfolio should be a feature of school
life and not for a specified duration. It was
suggested that the ePortfolio-use should
start in primary education and continue
to develop in second level education.
•• Appropriate infrastructure, such as
number and age of computers, mobile
devices, internet connection and access
for all students, was a significant factor
in the implementation process, and the
lack of it was shown to be a barrier to the
Section 3: EUfolio Pilot Implementation Results
successful classroom implementations.
25
3.6 Guidelines for Schools
The results of the EUfolio pilot implementations pointed to several preconditions for the successful
implementation of ePortfolio initiatives in schools. The following ten-step guidelines were developed using
the lessons learnt from the EUfolio project.
Step 1: Establishing the purpose/
type of the ePortfolio initiative
EUfolio teachers identified some advantages of the
platforms used; repository space, opportunities for
The EUfolio pilot countries implemented ePortfolios
in schools using specific types of ePortfolios
according to the purpose and needs of each country.
For example, some countries used Reflective
ePortfolios, others used Group ePortfolios whereas
others used Individual ePortfolios.
Before implementation, deciding on the type
and purpose of a particular ePortfolio is an
important step, as this affects the pedagogical and
technological content of the teacher-training. It
environment and unrestricted access for students,
sustainability of students’ access.
Step 4: Providing CPD for teachers
Designing and facilitating comprehensive CPD
for
participant teachers is perhaps one of the most important
considerations a school needs to make in order to ensure
successful implementations of ePortfolio initiatives.
Almost
assessment methods to be used by the teachers
participating in both pedagogical and technological
and the overall implementation.
CPD programmes is essential for a successful
types is presented in the EUfolio deliverable; EUfolio
Review of Existing ePortfolio Policies and Practices.
ePortfolio, the school should start outlining the
functional specifications of the platform that is to
be used. The school should start considering the
infrastructure needed. In addition, schools should
start considering the roles that school staff should
play during the implementation.
A more in-depth exploration of an ePortfolio
functional
specification
EUfolio
teachers
indicated
that
implementation. For a more in-depth exploration
of the way EUfolio teachers were supported
during the EUfolio project and related professional
CPD resources portal.
After deciding the purpose and type of the
implementation
all
development material, please refer to the online
Step 2: Setting the functional specification
of ePortfolio implementation
is
described in the EUfolio deliverable; Generic
Section 3: EUfolio Pilot Implementation Results
devices, user-friendly interface, safe and secure
also affects the platform selection and setup, the
A more in-depth exploration of ePortfolio purposes and
26
sharing students’ work, interoperability on several
Functional Specification.
Step 3: Selecting and planning
operations and platform to be used
The school’s selection process of the platform that will
be used to support the ePortfolio implementation is
important. There are many options available online
varying from simple webpage creators, blogs, to open
source ePortfolio or commercial ePortfolio systems. In
the EUfolio pilot project, two platforms were used; the
open source platform Mahara and Microsoft’s Office 365
solution. Other platforms may be considered by schools.
Step 5: Supporting the teachers
It was evident from the data analysis of the
pilot implementations that the EUfolio teachers
wanted continuous pedagogical and technological
support from EUfolio CPD teams, mentors and
ICT coordinators/teachers before and during the
implementation process.
Teachers also highlighted the importance of
belonging
to
an
ePortfolio
implementation
community (face-to-face and online) in their school.
Thus, it is important to ensure that implementing
teachers are supported both pedagogically and
technologically by having access to print and online
CPD resources and by participating in communities
and having individual and personal support from
mentors and other ePortfolio experts who are
identified at national level.
A more in-depth exploration of the way teachers
were supported during the EUfolio project is
available in the EUfolio CPD resources portal.
Interested teachers can also register on the EUfolio
peer-to-peer online network of pilot schools and
teachers at www.yammer.com/eufolio for further
outside of the classroom in order to support students’
discussion and feedback.
individual and self-regulated work and pace.
Step 6: Training the students
platform that is being used and teachers need to
with regard to ICT-use in their classroom seemed
make sure that students have access to a computer
to be overwhelmed when it came to training their
or mobile device and internet connection to
students to use ICT.
continue with the development of their ePortfolios.
EUfolio teachers suggested that students should be
One of the main issues most EUfolio teachers faced
adequately trained by ICT experts or people experienced
was related to the lack of appropriate infrastructure
in ICT-use in order to be able to develop their ePortfolio
that restricted students’ activities and hindered the
technically, before developing their ePortfolio for the
implementations. You can find learning designs
specific curriculum subject requirements.
and examples of ePortfolios in the EUfolio CPD
the EUfolio project seemed to navigate quite well
between the various sections in the platforms used
and demonstrated a high level of technical acumen.
However, in terms of the reflection element of
their ePortfolios, students struggled more. This
means they missed out on insights into their own
learning process and demonstrates that students
need scaffolding and sufficient theoretical training
before and during the ePortfolio implementation
process in addition to technological training.
Step 7: Aligning the use of ePortfolios
with the national curriculum
Many teachers expressed their worries in respect
of the time-consuming nature of their initial pilot
implementations and suggested an alignment and
integration of the ePortfolio approach with national
curriculum content.
Teachers should change the way they design
their lessons in order to integrate ePortfolios. For
example, modifications to lessons are necessary
due to the out-of-school access to their ePortfolios
by students, planning and booking of ICT rooms
Section 3: EUfolio Pilot Implementation Results
students will document their learning through any
Teachers who were developing their own skills
In technical terms, the majority of students in
27
Students’ activities should be chosen to ensure that
(if needed) and considerations of the future
development of 21st century skills need to be made.
Step 8: Implementation in the classroom
Teachers highlighted the importance of sharing the
learning design and lesson-goals with their students
before and during the implementation, since one
of the aims of an ePortfolio approach is developing
students’ self-regulation and goal-setting skills.
Thus, it is essential to plan for and organise the use
of an ePortfolio implementation both inside and
resources portal.
Step 9: Monitoring the implementation
The assigning of a mentor/expert on ePortfolios
who was made available to teachers during the
project was found to be important. This expert
would also properly oversee the implementation
process. This helps to identify the difficulties early
in the implementation process and ensure that
technical and pedagogical issues are resolved.
Step 10: Assessing the implementation
It is important to follow the whole implementation
process of the ePortfolio from the beginning, as well
as the final outcomes. During the implementation
process, data can provide feedback for improvements
that can be made in elements that were not taken
into consideration in the early stages.
The final outcomes along with the implementation
process data will help the whole school to
understand the restrictions and the opportunities
that arise from the use of ePortfolios. We propose
using a mixed-methods approach to collect data
using both quantitative and qualitative methods
from both teachers and students (and other
people involved), in order to be able to answer
questions that are important to the school for the
ePortfolio initiative.
The EUfolio Data Collection Toolkit includes several
data collection instruments that could prove useful
for schools.
Section 4: Summary of Considerations for the Implementation of an ePortfolio Model at National, Regional and School Level
28
Section 4: Summary of Considerations for
the Implementation of an ePortfolio Model
at National, Regional and School Level
This section summarises the issues for consideration when implementing eportfolios at national, regional
or school level. These considerations are based on research and the findings from the the EUfolio project.
4.1 Guidance at Three Levels
electronic teaching, learning and assessment
Guidance and advice for implementation of ePortfolios
Education should promote and encourage research
is required at three education-sector levels:
•• National
•• Regional
•• School
environments.
Where possible, Ministries for
in the area of assessing key competences for 21st
century learning so as to develop new technological
solutions. At national level, the benefits of ePortfolio
usage at different levels whether regional or schools
level, should be promoted.
Resources to inform and guide regions and
4.2 National Level Considerations
National policy on the use of digital technology in
education and current curricular priorities should
be taken into account before deciding on whether
schools on implementation of eportfolios should
be made available by national policymakers.
These resources should include case studies and
scenarios as a tool to support decision-making in
order for all stakeholders to better understand the
ePortfolios should be introduced. The development
role ePortfolios can play in the classroom.
of ICT environments and tools at school level must
The successful implementation of an ePortfolio
holistically support curricula and be consistent with
model also requires teachers to have a certain level
policies in this area. A national policy that recognises
of digital literacy (knowledge and expertise of areas
and supports innovative use of technology in the
that are not traditionally associated with teaching
classroom will facilitate the implementation of
practice) for example, intellectual property rights,
ePortfolios at regional and school level.
security and privacy and so on. It is suggested that
Policymakers should encourage the development
national policymakers compile detailed advice
of ICT environments and tools that allow teachers
to quickly, easily and flexibly create customised
and checklists for use in regional or school implementations as well as parallel professional
development opportunities for teachers.
4.3 Regional and School Level
Considerations
4.4 Implementation Issues to Consider
To ensure that the ePortfolio model matches the
One of the main considerations when implementing
particular needs of the education system, it is
ePortfolios
recommended that pilot implementation projects
professional development for teachers. This is an
are conducted to gather additional evidence-based
evolving area and there is a lack of professional
information before large-scale implementation.
practice knowledge at present so teachers should
The results from pilot implementation should
be encouraged to network and exchange good
provide regions and schools with the necessary
practice. This can be at a national, regional or
knowledge to implement their own systems safe in
school level.
the knowledge that the piloted ePortfolio models
are suitable for their context.
The
pilot
should
availability
of
appropriate
Many of the ICT-enabled assessment practices
within schools are promoted by a small number of
results
from
the
teachers who enthusiastically and crucially engage
methods
with ICT for assessment. To establish good practice,
and to mainstream ePortfolios it is necessary to
ePortfolios, rubrics, forums, focus groups with
support teachers, encourage them to exchange
different stakeholders). A range of such templates
their experiences, establish good practice and a
are available on the EUfolio CPD resources portal.
peer-review mechanism.
Please note that results should be documented in
Other issues for consideration are levels of in-
a structured way in order to provide a summary of
teroperability between systems, ownership and
what went well and what needs improvement.
intellectual property rights and security and privacy.
(questionnaires,
Section 4: Summary of Considerations for the Implementation of an ePortfolio Model at National, Regional and School Level
the
exemplar
implementation
29
collect
is
using
various
observations,
These issues are expanded upon below.
4.5 Ensuring an Effective ePortfolio System
There are a number of issues that need to be taken into consideration in order to set up an efficiently-working ePortfolio system in European classrooms. These steps are appropriate for all levels of implementation
at national, regional and school level.
1. Systematic review
4. Operations planning
Set objectives and decide approaches:
Outline operational plan for implementation including:
•• Identify existing policy statements
pertaining to the use of an ePortfolio
in your region or school;
•• Consider positive and negative aspects
of ePortfolio policy implementations;
•• Assessment strategy, plan
and materials needed;
•• Professional development plan;
•• School management plan;
•• Review successful ePortfolio
•• Classroom/pedagogy plan;
•• Summarise lessons learned.
Section 4: Summary of Considerations for the Implementation of an ePortfolio Model at National, Regional and School Level
groups within schools;
•• Identify key policy decisions;
implementation strategies;
30
•• Selection of appropriate piloting
2. Assessment strategies
Define the assessment strategy for implementing
ePortfolios on a large-scale concentrating on the
following topics:
•• Determine the curriculum and assessment
objectives along with the teaching,
learning and assessment processes;
•• Determine the subjects/courses to
be included in the ePortfolio;
•• Determine the ePortfolio design, covering the
range of issues which need to be addressed;
•• Specify for the main functional elements
of an ePortfolio deployment in schools
with different levels of capacity.
3. Capacity needs
Document the objectives for implementation including:
•• Policy priority;
•• Learning context (curricular subjects,
short courses, learning objectives,
key skills, subject knowledge, lifelong
learning/personal development, etc.);
•• Professional development needs;
•• School management needs
(stakeholder briefings etc.);
•• Learning materials/artefacts, models and
demonstrations, teaching aids, etc. needed;
•• Expected outcomes.
•• Platform strategy and plan (functions and
supports to be made available to each party);
•• Legacy plan (artefacts and capacity
to outlive the implementation);
•• Implementation plan and responsibilities;
•• Quality and evaluation plans.
5. Platform planning
Deploy technology platforms including:
•• Detailed design;
•• Development;
•• Modular testing;
•• Integration, configuration and installation;
•• Final testing.
6. Piloting and quality assurance
•• Conduct a pilot to gather evidence based
information before large-scale implementation;
•• Collect products from pilot implementation
using various ways (questionnaires,
observations, exemplar portfolios,
rubrics, forums, focus groups with
different stakeholders);
•• Document results in a structured way in
order to provide a summary of what went
well and what needs improvement;
•• Discuss the results on different levels in
order to enrich the outcomes usability;
•• Adapt and make changes for future
large-scale implementation, if needed.
This above guidelines contain useful eportfolio implementation questions and also a checklist (See Appendix 1) to assist in implementation. These documents are particularly useful at school level.
Conclusion
In order to adequately facilitate for future
This Guide shows policymakers and practitioners
economies of scale and standards of work, modes
how to prepare for, facilitate, implement and
of learning should be multi-faceted, interactive and
evaluate
fast-paced. Additionally, today’s student demands
schools, as well as regional and national levels.
a personalised learning experience that extends
beyond traditional boundaries to include social
networks of peers, teachers, professionals and
even external experts.
within
individual
Ideally, it should inform the implementation of many
ePortfolio systems across Europe in the future.
However, as the demand for the implementation
of ePortfolios grows, it is essential to constantly
monitor
conduits of these new requirements of learning; as
advancements, (one way to do this is through the
both highly individualised self-assessments and as
practice community, Yammer) as well as challenges
evidence of student accomplishment. ePortfolios -
encountered along the way in order to smooth
when used as a product and process - are a tool that
out the implementation process for future users
enable learning by reflection and lifelong learning.
of ePortfolio systems. The better the alignment
summative assessment methods where teachers
Conclusion
systems
Across Europe, ePortfolios are being recognised as
They also facilitate for ongoing formative and
31
ePortfolio
can examine and improve classes and programs
based on student achievement, clearly defined
learning objectives and standards.
and
document
improvements
and
between ePortfolio models to specific purposes and
needs, the smoother the implementation process.
Appendix 1 - ePortfolio
Implementation Considerations
This checklist was developed as a guide through the ePortfolio implementation process for schools. It is
derived from the JISC Implementing ePortfolios Checklist.19 Further implementation guidelines are available
in the EUfolio deliverable; EUfolio Process Specification.
Teaching Practice
• What is the purpose of the ePortfolio?
• What learning objectives will be considered?
• Who is the primary audience of the portfolio?
• What is the role of teachers and learners?
• How will learners learn how to reflect effectively on their work?
• Who will provide feedback on the quality of reflections?
• How is the ePortfolio going to be assessed (for assessment portfolio)?
• How are the results going to be linked to the curriculum (For assessment portfolio)?
Quality Assurance
• What are main activities ensuring assessment transparency?
• How to ensure internal and external verification of assessment?
Appendix 1 - ePortfolio Implementation Considerations
Ownership and IPR
32
• How will the ePortfolio system authenticate that all the work, documentation
and demonstrations were created by the author?
• Who is the real owner of the artefacts in the ePortfolio file repository?
• How will intellectual property used in an ePortfolio be protected?
• What can or cannot be included in an ePortfolio?
• Who owns the learner record (transcript)?
19 Implementing e-portfolios checklist. JISC (2008). Accessed 15 April, 2015
Security and Privacy
• What policies need to be in place for governing information access, security and privacy? How will they be controlled?
• How will Data Protection Act agreements be ‘signed’ on a larger scale?
• What are the issues associated with pre-18 year olds using the system?
• What progress can be made with a unique identification number?
• Can the system maintain a high level of security? It means to keep personal data secure and free from hacking?
Development and Support
• Who will provide staff support and development?
• Have teachers been consulted about the type of development they would like?
• What are the roles of teachers and what are the roles of support staff, for
example, careers advisors for the ePortfolio implementation?
• Who will show learners how to use the system?
• Will there be an institutional programme or will it remain the responsibility of the teacher?
• How likely is it that learners will accept and use the ePortfolio system?
• Will the system be user-friendly enough for adoption?
Hardware and Software
• How will the integration of the school management information system (MIS) or virtual
learning environment (VLE) with the ePortfolio be dealt with and by whom?
• Can the server performance and storage be scaled up to cope with increasing numbers of
ePortfolio users and the growing size of the ePortfolios as users expand them over time?
• What plug-ins, file formats and browsers will be required or supported?
Appendix 1 - ePortfolio Implementation Considerations
• What technologies will be used to implement an offline, portable ePortfolio that authors can take with them?
33
• What back-up systems are in place to ensure operational integrity and disaster recovery?
• Is the ePortfolio system easy to use? A simple interface, easy to upload, display and edit
information, requires minimal teacher supervision in maintenance of the system?
• Are resources easily accessible by students to update their ePortfolio?
• Is the system accessible by stakeholders such as teachers, peers and parents to view/feedback/evaluate?
• Can the system accommodate multiple formats?
• Is it possible to upload different media like text, graphic, audio, video clips, files, databases, virtual
reality, etc. can the ePortfolio content be readable by or exportable to other systems?
• How will data entered for ePortfolio purposes be utilised in other ways and by other systems?
Support and Scalability
• Will there be an infrastructure in place to properly train learners and administrators how to use the ePortfolio system?
• Will there be adequate online help or will a staffed help desk be required?
• How will information be maintained over time?
• What policies are needed for transporting or deleting ePortfolios?
• How will long-term storage requirements be managed?
• Can the system scale adequately as its usage grows and storage expands?
Appendix 1 - ePortfolio Implementation Considerations
• Will there be adequate staff to develop, deploy and maintain the system?
34
Appendix 2 - EUfolio Pilot Implementation Overview
The aim of EUfolio project was to pilot ePortfolio models in European education settings so as to inform and
support the implementation of innovative learning-environments in classrooms using ICT.
Throughout 2014, classroom ePortfolio implementations were carried out in schools in five piloting countries;
Cyprus, Ireland, Lithuania, Slovenia and Spain (Galicia).
Pre-Pilot
The EUfolio train-the-trainer workshop in October 2013, hosted by Danube University, Krems and organised
by the Cyprus Pedagogical Institute, introduced school mentors from piloting countries to the EUfolio
project. These mentors were provided with ePortfolio CPD resource materials and recommendations for
their in-classroom use.
From November 2013 to January 2014, teachers from the pilot schools attended a number of CPD workshops
in preparation for the pilot phase. They were introduced to the concept of ePortfolios for formative
assessment and developed their own ePortfolios. They planned the use of ePortfolios with their pilot class
groups and agreed on introductory activities for the pilot commencement January/February 2014.
Piloting in Schools
In all, 72 schools participated in the pilot during 2014. The pilot implementation was carried out in two
phases: Phase 1, January to May 2014; and Phase 2, September to December 2014. Schools were given
access to a choice of two ePortfolio platforms for use in the pilot and support was provided to set up teacher
and student ePortfolio accounts where necessary. Examples of learning activities were provided throughout
the piloting phase, along with suggested implementation paths to take, based on the EUfolio generic and
functional specifications. See the below table for a detailed account of the pilot figures.
Number of
schools
Appendix 2 - EUfolio Pilot Implementation Overview
Country
35
Number of
teachers in CPD
Number of
students in
pilot classes
Number of
piloting teachers
Cyprus
6
31
18
342
Ireland
26
54
50
1,325
Lithuania
10
42
20
441
Slovenia
15
78
73
807
Spain
15
31
33
1,183
Total
72
236
194
4,098
Pilot Implementation
Depending on the way their implementations were designed, pilot countries used data collection instruments
provided by the EUfolio Data Collection Toolkit. The Toolkit included several instruments such as pre- and
post- questionnaires for participating teachers and students, Focus Group questions, Researcher diaries
protocols and Classroom observation protocols. The pilot countries used both quantitative and qualitative
methods in order to compile their country’s individual pilot evaluation report addressing the research
questions of the EUfolio project:
•• What was the impact of using ePortfolio on teaching, learning and assessment in the country?
•• How can the employment of ePortfolio models facilitate learning with
the use of ICT for teachers and students of the country?
•• What key policy decisions and implementation activities (action plans) are required for
ensuring the successful implementation of the ePortfolio strategy in the country?
•• What are the key specifications required for designing ePortfolio models?
Exemplar student ePortfolio and school case studies from the pilot implementation are available in the
EUfolio CPD resources portal.
Pilot Evaluation Results
The EUfolio document, Pilot Evaluation Results, summarises the experience of pilot classroom implementations and shares the results of the pilot implementations. The results were composed after reviewing and
analyzing piloting countries’ individual reports. For each research question, data provided by the country
reports was compiled in order to illustrate participating teachers (and students) statements and experience
while implementing ePortfolios in their classroom. The document addresses each of the EUfolio research
Appendix 2 - EUfolio Pilot Implementation Overview
questions using data from all piloting countries.
36
Appendix 3 - Mahara ‘My Learning’ Plugin
The My Learning plugin was developed for the Mahara platform to support student self-reflection and
self-assessment and promote student autonomy and self-directed learning. The My Learning tab appears in
the content section of the student’s ePortfolio and has five separate elements.
Screen shot of ‘My Learning’ from a Psychology Class in Slovenia
20
Rupnik Vec and Novak (2014) outline the five elements of the My Learning plugin:
•• Prior Knowledge
•• Learning Goals
•• Learning Strategies
•• Evidence of Learning
•• Self-evaluation
The student completes the prior knowledge, learning goals, learning strategies and evidence of learning
Appendix 3 - Mahara ‘My Learning’ Plugin
sections in advance of the assignment or task. The final section (self-evaluation) is completed after the task.
37
Prior Knowledge
21
22
Clarke (2008) and Pintrich (2005) discuss the importance of recognising prior learning and
prior knowledge in the learning process.The student uses this section of the My Learning tab
to reflect on and record their prior knowledge. In reflecting on their prior knowledge, students
engage in a cognitive process which supports setting individualised learning goals.
20 Rupnik Vec, T & Novak, L (2014) ePortfolio as a Tool for Formative assessment of Knowledge and Skills. Epic 2014
21 Clarke, S. (2008). Active Learning through Formative Assessment. London: Hodder Education.
22 Pintrich, P.R. (2005). The role of goal orientation in self-regulated learning. V.M. Boekaerts, P.R. Pintrich in M. Zeidner (ur.), Handbook
of Self-Regulation (str. 451-502). San Diego: Academic Press.
Learning Goals
Sample My Learning Activities
23
Hattie and Timperley (2007) propose three
questions to guide student learning. These are:
•• Where am I going?
•• How am I going?
•• Where to next?
The first question ‘Where am I going?’ refers to
learning goals.. Students should ask the question to
identify what they intend to learn during a particular
assignment or task and record these learning goals.
Learning goals link with success criteria and provide
students with a roadmap for their learning journey
Learning Strategies
These relate to Hattie and Timperley’s second
question ‘How am I going? Students should create
success criteria, which can be done in collaboration
with the teacher or peers for the assignment or task
and use these to develop a strategy for planning
their learning. This strategy refers to how the
student will plan their work, taking their own prior
learning and learning goals into consideration.
Evidence of Learning
Evidence of learning is used by the student to
demonstrate his/her learning. In this section of the
My Learning tab, the student documents how they
intend to record their learning and show how they
have achieved their learning goals.
Self-evaluation
24
Black and Wiliam (1998) note that self-assessment by pupils is an essential component
of formative assessment. In the self-evaluation tab, the student looks back at his/
her learning experience and reflects on their
Appendix 3 - Mahara ‘My Learning’ Plugin
learning goals and how well they have achieved
38
their goals. Students evaluate their learning
Sample ‘My Learning’ Section (from the English class of
in line with the agreed success criteria. This
Slovenian teacher Petra Mikeln, OŠ Polje)
process supports the student in setting future
learning goals which corresponds to Hattie and
Timperley’s third question ‘Where to next?’.
23 Hattie J, & Timperley, H (2007). The Power of Feedback. Review of Educational Research. 77(1), 81-112.
24 Black, P and Wiliam, D 1998, Inside the Black Box: Raising Standards through Classroom Assessment. School of Education, King’s College, London, UK.
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Lifelong
Learning
Programme
This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the
information contained therein.
www.eufolio.eu